A framework to move from common core to classroom practice

Scoring Student Work1K. Thiebes

NormsWhat are some working agreements you

feel would help to make today successful?

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Why Rubrics for Scoring … Why Calibrate our Scoring ….

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Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

Scoring Without a Rubric

Read the teaching task.

Read the student sample.

Grade the paper as an A, B, C, D or F.

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Sort by Grade

Physically sort yourselves by the grade you gave the student sample:

• A – front left side of the room

• B – front right side of the room

• C – back left side of the room

• D – back right side of the room

• F – middle of the room

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Provide Evidence

Speak with your group and justify why you graded the way you did

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Challenges of Not Having a Common Rubric

Discuss the challenges teachers face without a common rubric

Have a conversation about how not having a rubric is difficult for students

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Unpacking LDC Rubrics and

Louisiana Transitional Writing Rubrics

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LDC Rubrics – Scoring v. Grading

The LDC rubric is constructed for classroom use and to provide feedback to students and teachers. It is for feedback. It is not a summative rubric, as might be used in state exams to measure a set of absolute criteria.

LDC Rubrics – Scoring v. Grading

It helps students know expectations before the task is completed, and where their strengths and weaknesses are after the task is completed.

LDC Rubrics – Scoring v. Grading

It helps teachers gauge the effectiveness of their instructional choices and delivery.

LDC Rubrics – Scoring v. Grading

This rubric is designed for teaching that looks for progress NOT failure. No one fails. Students use the feedback to improve - as do teachers.

Using the LDC Rubrics

Rubric designed as a holistic and analytical rubric.

To use as holistic, circle one of the terms on the top line – make an overall judgment of the student paper. You can circle boxes as feedback.

To use analytically, circle a score for each category, then average.

Using the LDC Rubrics for Scoring

7 Elements at Tables

Calibrating Scoring – Whole Group

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oFocusoControlling IdeaoReading/ResearchoDevelopmentoOrganizationoConventionsoContent

Understanding

Deconstructing the Rubric

Scoring Rubric for Informational or Explanatory Template Tasks Scoring Elements

Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus Attempts to address prompt, but lacks focus or is off-task.

Addresses prompt appropriately, but with a weak or uneven focus.

Addresses prompt appropriately and maintains a clear, steady focus.

Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

Controlling Idea Attempts to establish a controlling

idea, but lacks a clear purpose. Establishes a controlling idea with a

general purpose. Establishes a controlling idea with a clear

purpose maintained throughout the response.

Establishes a strong controlling idea with a clear purpose maintained throughout the

response.

Reading/ Research

Attempts to present information in response to the prompt, but lacks connections or relevance to the

purpose of the prompt. (L2) Does not address the credibility of sources

as prompted.

Presents information from reading materials relevant to the purpose of

the prompt with minor lapses in accuracy or completeness. (L2) Begins

to address the credibility of sources when prompted.

Presents information from reading materials relevant to the prompt with

accuracy and sufficient detail. (L2) Addresses the credibility of sources when

prompted.

Accurately presents information relevant to all parts of the prompt with effective selection of

sources and details from reading materials. (L2) Addresses the credibility of sources and identifies salient sources when prompted.

Development

Attempts to provide details in response to the prompt, including

retelling, but lacks sufficient development or relevancy. (L2)

Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered

question is missing or irrelevant.

Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant

implication or (L3) a relevant gap/unanswered question.

Presents appropriate and sufficient details to support the focus and controlling idea.

(L2) Explains relevant and plausible implications, and (L3) a relevant

gap/unanswered question.

Presents thorough and detailed information to strongly support the focus and controlling

idea. (L2) Thoroughly discusses relevant and salient implications or consequences, and (L3)

one or more significant gaps/unanswered questions.

Organization Attempts to organize ideas, but lacks control of structure.

Uses an appropriate organizational structure to address the specific

requirements of the prompt, with some lapses in coherence or awkward

use of the organizational structure

Maintains an appropriate organizational

structure to address the specific requirements of the prompt.

Maintains an organizational structure that intentionally and effectively enhances the

presentation of information as required by the specific prompt.

Conventions

Attempts to demonstrate standard English conventions, but lacks

cohesion and control of grammar, usage, and mechanics. Sources are

used without citation.

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone

with some inaccurate, inappropriate, or uneven features. Inconsistently

cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience,

purpose, and specific requirements of the prompt. Cites sources using an

appropriate format with only minor errors.

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to

the audience, purpose, and specific requirements of the prompt. Consistently cites

sources using an appropriate format.

Content Understanding

Attempts to include disciplinary content in explanations, but

understanding of content is weak; content is irrelevant, inappropriate,

or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content;

minor errors in explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient

explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary

content with thorough explanations that demonstrate in-depth understanding.

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Rubric TranslationRubric Translation

Focus

Controlling Idea

Reading – Research

Development

Organization

Conventions

Content Understanding

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Scoring Student WorkPart 1

Partners Score Together

Partners Score Separately and Compare

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Scoring Student WorkPart 2

Switch Partners and Score Together

Partners Score Separately and Compare

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Scoring Student WorkPart 3

Praise Point

Teaching Point

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Questions and Answers

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Reflections

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